What is English in a Flash?English in a Flash is a language learning software program for English

language learners. It helps second language learners develop—as quickly

as possible—the language skills they need to go from learning English to

learning in English. Six-year-old native speakers of English begin their

formal education with a fairly solid language base made up of three

core components:

• The English sound system

• At least a 6,000-word-family vocabulary

• The underlying grammatical structures of English

Children typically add two to three words per day to their native-language

core vocabulary—about 1,000 words per year of formal education. This

growth is built on the foundation of the sound system and underlying

grammatical structures, both of which are already internalized before

formal education begins.

Non-native speakers must keep pace with the language that native

speakers are learning in school and simultaneously catch up on everything

that native speakers have already internalized. For many non-native

speakers, this process of “catching up” takes five to seven years. As a

result, learning does not occur quickly enough for English language

learners, and academically they begin to slip further and further behind

their native-speaking peers.

It’s of critical importance to help English language learners build aural

comprehension skills as quickly as possible if they are to understand and

learn what the teacher is saying. English in a Flash closes the listening

comprehension gap between native and non-native speakers through

systematic, explicit oral vocabulary instruction.

Renaissance Learning recognizes that there is variability in language

learning. As a result, English in a Flash places each student according to

his vocabulary knowledge, knowing that his chapter pretest score will

determine whether that student remains in the chapter or is to be moved

to the subsequent chapter. Quiz items contain phonological and semantic

distractors to ensure the learner really knows the word. Teachers whose

students are within a single proficiency level (intermediate, for example),

will notice immediately that their students are working in different parts

of the program.

English in a FlashTeacher’s Guide

Contents

What is English in a Flash? . . . 1

How Does English in a Flash Work? . . . . . . . . . . . . . . 2

What is Covered in English in a Flash? . . . . . . . . 3

Implementing English in a Flash. . . . . . . . . . 4

Teacher Mode. . . . . . . . . . . . . . . 7

Reports . . . . . . . . . . . . . . . . . . . . 8

Sample Reports . . . . . . . . . . . . 11

1

Integrating basic interpersonal language skills (BICS) with cognitive

academic language proficiency (CALP), English in a Flash meets the

needs of the individual. English in a Flash resource activities—listening,

speaking, reading, and writing—support the vocabulary and grammatical

structures as they are acquired.

How Does English in a Flash Work?Most traditional language programs move rapidly from input (listening or

reading) to output (speaking or writing). Students are exposed to language

and then quickly asked to use it to communicate. Often, initial exposure

to new language is in fairly large chunks—phrases, sentences, and even

dialogues or paragraphs. Students may learn general meaning from this

type of exposure but frequently do not understand the individual parts.

English in a Flash takes a very different and deceptively simple approach

to language. This software program focuses on input—maximizing the

amount of language that a student is exposed to each day. Through rich

and varied input at the word and phrase level, English in a Flash helps

students simultaneously acquire the basic building blocks of language—

the sound system, core vocabulary, and underlying grammatical struc-

tures. Students learn via computer technology through short and repeated

practice with both audio and visual input.

Input from English in a Flash begins with the smallest units of meaning:

sounds and visual images. The audio input is comprised of multiple

voices, both female and male, young and old. As the speakers say the

word(s), students see a graphic. For example, at the same time the

student hears “a dog,” a picture of a dog flashes on the screen. Meaning is

immediately conveyed; no guesswork or explanation is involved. The

learner instantly knows the target vocabulary and what it means. Because

the brain is always looking for meaning first, instant recognition is

critical. If meaning is clear, the brain is more likely to register and “take

in” that input. When the brain takes in and processes new language, it

simultaneously develops underlying connections that allow the learner to

remember, understand, and produce language. Without this critical step

of input to intake, the learner can never progress toward retention and

ultimately automaticity. The diagram below shows this progression.

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InputThe learnerhears or seeslanguage.

RecognitionThe learnergrasps themeaning.

RetentionThe learner remembers all these elements of language.

AutomaticityThe learner can understandand produce this languageeffortlessly.

IntakeThe learner processes the meaning, the sounds, the grammar, the written form, and so on.

Lessons 1–3 of every English in a Flash chapter focus on the smallest

complete units of meaning: words. After multiple practices designed to

firmly establish these units, English in a Flash builds to larger chunks in

Lessons 4 and 5. The program progresses from words to phrases and then

to sentences, short monologues and dialogues. The key is that the program

builds from the bottom up, putting an individual piece (a word) in place

and then adding to that word to build longer strings—progressing from

the parts to the whole. This buildup is done with no formal explanation or

translation. The diagram below illustrates this process.

Other programs start at the right side of the diagram, expecting students to

learn the language from complete sentences and dialogues even though

they lack the vocabulary or grammatical knowledge to understand what

they’re hearing. To teach students to understand: “He’s wearing an orange

shirt,” you would have to teach the key vocabulary and explain the

grammar - pronouns, contractions, verb tenses, and adjective placement.

This approach helps students learn a lot about the language, but it is a

very inefficient way to acquire language.

What Is Covered in English in a Flash?English in a Flash consists of three libraries that provide exposure to

comprehensible input containing over 4,000 vocabulary words. In addition

to the 1,350 words taught explicitly in each library, several hundred more

are covered implicitly. In all, English in a Flash includes approximately

6,000 vocabulary words.

Vocabulary: Lessons 1–3

In English in a Flash, Lessons 1–3 of each chapter systematically present

vocabulary. Please see the Content Guides—the Library Guide and

Chapter Guides—for specific information.

3

orange

an orange shirtHe’s wearing an orange shirt.

a shirt

wearing

Lessons 1–3 Lesson 4 Lesson 5

Grammatical Structures: Lessons 4 and 5

English in a Flash teaches English grammar implicitly, which means that

the program does not give grammar explanations. What it does provide—

by building from the word to phrase to sentence level—is systematic,

comprehensible, bottom-up input using all key, high- and low-frequency

structures in English. Lessons 4 and 5 of each chapter include critical

aspects of American English syntax. See the Library Guide and Chapter

Guides for examples of grammatical structures covered in English in

a Flash.

Oral Communication Tasks for Comprehension: Lesson 5

In Lesson 5 of each chapter, students are exposed to a range of oral

communication tasks. See the Library Guide and Chapter Guides for

examples of communication tasks covered in English in a Flash.

Implementing English in a FlashGetting Started and Engaging the Learner

English in a Flash software is easy to use, but its approach to language

development may be challenging at first. Keep in mind that the purpose of

EIAF is to for ELLs to develop listening skills efficiently and effectively.

Although they take only 15 minutes to complete, the lessons may initially

seem long or tedious because they contain a great deal of repetition and

nothing for students “to do.” To encourage student engagement, the

number of times a student encounters a vocabulary word is determined

by his chapter pre-test. Vocabulary words answered correctly appear

only once in lessons 1, 2, and 3. Minimal exposure such as this provides

the learner with a brief review of the words he knows, interspersed with

several repetitions of words he needs to learn. Please encourage your

students to continue with this approach consistently for several weeks.

Students themselves will soon begin to notice how quickly their

vocabulary grows and their listening comprehension improves. A larger

vocabulary and stronger listening skills are the keys to progress in all

skills. To ensure students are working on what they need, not what they

already know, English in a Flash places students according to their

vocabulary knowledge.

Setting Up

You can use English in a Flash in a computer lab or in the classroom. In

either setting, the program is most effective when used with headphones,

which block out background noise. A lab setting is preferable for

minimizing potential distractions. Plan a schedule that allows your

students to work on English in a Flash at least three times per week.

For optimal results, have students work 15–20 minutes per day,

four–five days per week.

4

You can access the Libraryand Chapter Guides from theTeacher/Administrator Homepage. Under English in aFlash, choose Resources,and then choose Library andChapter Guides.

Before You BeginMake sure your computersand headphones are function-al and volume settings are adequate. Check your screensaver setting, too. Use a setting of 20 minutes ormore. Set up the managementprogram with class and student information beforestudents begin working. Forfull instructions on systemrequirements and the classmanagement program, pleasesee the software manual.

The First Chapter

A commitment to student engagement is built into the chapter sequence.

Knowing where they are and how they are doing helps students stay

focused and maximize learning.

Screen shots let students know what library they are in, what chapter they

have begun, and what lesson or quiz is upcoming. Encouraging words are

also provided on screen as well as auditorally.

The following is the general progression for each chapter.

Mouse Tutorial (Before Chapter 1, only)When students log in for the first time, they’ll do a short tutorial on using

a computer mouse. Observe your students during this time to see if anyone

has problems moving and clicking a mouse. Demonstrate this, if necessary.

To skip the tutorial, which takes about three minutes, and move directly to

the Chapter 1 pretest, use Ctrl+S.

Pretest, Lesson 1, and Quiz 1 (Approximate Time: 20 minutes)Pretest: Chapter pretests determine whether or not the students

1) need to learn the vocabulary, 2) need to brush up on the

vocabulary, or 3) know the vocabulary. Each chapter begins with a

vocabulary test which determines whether the student should remain in

the chapter or be taken to the next chapter. Students hear a word and

see three graphics. Using the mouse, they highlight the word that

matches the audio they hear. Any choice moves the program forward.

If students do not make a choice within 10 seconds, the program

continues to the next item. Encourage students to do their best and to

complete every item. The pretest stops if a student misses fourteen

items, and the program automatically moves to Lesson 1. If the student

misses six or less items on the pretest, the program automatically

moves on to the pretest for the next chapter. If the student misses seven

to thirteen items, the program moves on to Lesson 3. Pretest results are

the first step in individualization.

Lesson 1: Lesson 1 is approximately 10–12 minutes of practice with

90 vocabulary words. Students listen to words as the graphics are

presented on the screen. During this segment, students should watch

and listen. They can repeat words aloud if they want to, but they do

not need to do anything else. Encourage students to relax and absorb

the language.

Quiz 1: After Lesson 1, students take a quiz. This quiz begins with

words that students missed on the pretest, and continues with words the

student hasn’t tested on yet. The quiz stops if the student misses three

items. If students have a total of 88 or more correct at this point, the

program automatically moves them forward to Lesson 3.

5

Chapter 4Martha OpiePretestLessonQuiz

Quiz items showing phonologicaland semantic distractors.

Vocabulary item in isolation (lesson 2).

Vocabulary item in context (lesson 5).

Welcome screen for the beginningof each Library.

Lesson 2 and Quiz 2 (Approximate Time: 15–20 minutes)Lesson 2 provides practice on the same set of vocabulary words as Lesson

1, but this time, written words also appear on the screen. After Lesson 2,

students take another quiz, which is a continuation of Pretest and Quiz 1.

It begins with words a student has already missed, and it continues with

words the student hasn’t tested on yet. The quiz stops if a student misses

three items. If the student gets 88 or more correct on the quiz, he/she

automatically advances to Lesson 4 for this chapter. Students who finish

lessons 1 or 2 with 90 items correct will not be presented with lesson 3 or

quiz 3.

Lesson 3 and Quiz 3 (Approximate Time: 15–20 minutes)Lesson 3 gives more practice with the same set of vocabulary words. Like

Lesson 2, written words appear on the screen. After Lesson 3, students

take another quiz. This is a continuation of the Pretest, Quiz 1, and Quiz

2. It, too, contains items the student hasn’t seen or has missed previously.

It does not include items the student has already answered correctly. Quiz

3 stops if the student misses three items.

Review, Lesson 4, and Quiz 4 (Approximate Time: 20–25 minutes)This session begins with an individualized review that contains vocabulary

words the student missed in Lessons 1–3 before beginning Lesson 4.

Lesson 4 combines words practiced in Lessons 1–3 into longer chunks

of language. Students see and hear multiple repetitions of 40 different

phrases and short sentences that contain vocabulary words from the

current as well as previous chapters. After Lesson 4, students take a quiz

on language covered in this lesson. If six items are missed on Quiz 4, the

quiz stops and an on-screen feedback page is shown. The next time the

student logs in, the student’s individualized review for Lesson 4 will

be presented.

Review, Lesson 5, and Quiz 5 (Approximate Time: 20–25 minutes)Students complete items missed in Lesson 4 before starting Lesson 5,

which includes longer sentences, short monologues, and dialogues. It

combines words practiced in Lessons 1–3 and phrases practiced in

Lesson 4 into communicative exchanges. Students see and hear multiple

repetitions of 50 different monologues and dialogues spoken by multiple

native speakers. After Lesson 5, students take a quiz on language covered

in this lesson. If six items are missed on Quiz 5, the quiz stops and an

on-screen feedback page is shown. The next time the student logs in, the

individualized review for Lesson 5 will be presented.

6

Review

English in a Flash offers twotypes of review.

Focused Review This individualized review isan automatic part of the lesson sequence. It presents students with a brief lessonon only those items theymissed (or were unable totest on) in Quizzes 3, 4, or 5.Students see and hear multiple repetitions of theseitems. After the review lesson,students take another quiz,which is a continuation ofthe previous quiz for the lesson. Correct answers willbe added to the student’stotal score for the lesson.Students who complete lessons 3, 4, or 5 with 100%correct answers are not presented with a ReviewLesson or Quiz.

My Practice. This is anoptional review that providesstudents the opportunity tocustom-build a review ofvocabulary words. They canlook at items from any chapter whose Lesson 3 hasbeen completed and select asmany as they want. Studentswill then see multiple repetitions of the selecteditems. This feature is available from the Homepage and gives practice, only.It does not include a quiz.

Feedback for StudentsThe on-screen feedback page is shown after each lesson quiz is

completed and gives students their results. Perfect for English learners of

all proficiency levels, this feedback is in the form of a simple bar graph

and shows cumulative growth in the students’ recognition of vocabulary.

Teacher ModeYou can access Teacher Mode from the Teacher/Administrator Home page

task list. Teacher Mode lets you use the software without collecting data

(test scores or other information on individual students). You can use

Teacher Mode to demonstrate part or all of the software one-on-one, to a

small group of students gathered around one computer, or to the whole

class using a projector.

In Teacher Mode, you can view any lesson and/or quiz without affecting

student data. This gives you many possibilities for both individual and

class practice. For example, with a projector, you can use Lesson 1

(without text) for group spelling quizzes and Lessons 4 and 5 (with

pauses) for mini-dictation sessions. You can also use Lessons 4 and 5 as

practice for role-plays and mini-dramas. Likewise, you can use any of the

quizzes for competitions and games—dividing your class into two or

more teams and letting the teams take turns selecting answers. With

individual students, you can provide un-scored practice for those who

may need it before any assessment.

ResourcesIncluded in the English in a Flash resources are support activities by

chapter that provide students the opportunity to use the new vocabulary

and grammatical structures. Activities are organized by grade level—K-2,

3-5, and 6-12—and meet standards for both English language development

and English language arts in listening, speaking, reading, and writing.

Also found in English in a Flash resources are book lists that contain

recommended reading following completion of English in a Flash

chapters, beginning with library 1, chapter 9. Supported by research,

95% of the words in these books are found in the current or previously-

completed English in a Flash chapter which ensures, that learners have the

vocabulary knowledge required for comprehension of the book. Book lists

include Accelerated Reader quiz numbers so students can demonstrate

comprehension. There are more than 6,500 books on the English in a

Flash Recommended Reading Lists, with book levels from .2–5.6, as

well as books for lower, middle, and upper interest levels. In addition, in

order to meet the interest levels of middle and upper English language

learners, books that meet the minimum recommended criterion (90%

known words) are available for Libraries 2 & 3.

7

You may also print Flashcards from the resource view. They are available

for all chapters for words taught in lessons 1-3. You can select four, nine,

or 16 flash cards to print on each page.

ReportsTwelve reports are available in English in a Flash. Some of these are

geared toward teachers, some to students, and one to parents.

Reports for Teachers

The Class Progress Report, the Student Record Report, the Class Status

Report, and the Word Grouping Report provide information that ranges

from very broad to very specific. These reports are described below, and

samples with further explanation follow on pages 11–14.

Class Progress ReportThis report gives a very high-level picture of how students are progressing

over time. It shows cumulative work for a specific date range and allows

you to see at a glance how students are doing in relation to one another.

You can use it to monitor progress in general and identify students who

may need help. The report gives you averages over time on pretests and

quizzes, so you can quickly tell where students began and how they’ve

progressed. See the sample Class Progress Report on page 11. For

specific information on a class’s work currently in progress, look at the

Class Status Report and for individual students, look at the Student

Record Report.

Student Record Report This report gives detailed information about each student’s progress. It

shows all work, chapter by chapter, done by an individual student during a

specific date range. You can use it to plan ways to help students who are

struggling or to spot students who need more challenge. For example, you

will be able to see if a student is doing well at the word level (Lessons

1–3) but is faltering at the phrase and sentence levels (Lessons 4 and 5).

You might then suggest more review after Lessons 4 and 5. The sample

on page 12 gives more information on this report.

Class Status Report This report shows how all students are performing on their current work.

You can use this report as often as you like to see where students are and

how they’re doing. The report lists each student’s current chapter, their

pretest and quiz scores, and the number of review sessions and quizzes

completed. See the sample on page 13.

Word Grouping ReportThis report shows which words students know and don't know from each

8

chapter. Words in each category are listed from most to least known.

Please see the sample on page 14.

• Use this report to look at work by one student, a group of students, or

the entire class. Then use the information to plan lessons and activities.

• Use the first list—the words most students readily recognize—as a

guide for language expansion activities.

• Use the second list—the words most students do not yet know—to

help target areas needing additional practice and perhaps different

approaches.

• This report can also be used to help plan group work. Customize the

report to see which students are at similar levels of vocabulary growth.

Use that information to form groups with students at similar levels, for

example, or with a mix of levels.

Reports for Students

Words Correct ReportThis report shows the words a student knows from one chapter. See the

sample on page 15.

• After a student has completed Quiz 3 and the review, print this report

for them to take home and share with their parents.

• Encourage students to begin using this vocabulary in both speaking

and writing. You can do spelling and/or pronunciation checks of

this vocabulary and incorporate the vocabulary in class and

homework activities.

Words to Study ReportThis report shows the words that a student has missed on the Pretest

through Quiz 3 and the review. See the sample on page 16.

• You can choose this report with or without graphics and print it after a

student has completed Quiz 3 and the review.

• Encourage students to study the words on this report. If the student has

many words listed, you may want to divide it into sections to make

studying more manageable.

Report for Parents

Parent ReportThis report shows how many words a student understands from using the

program over time. Use it to show both students and parents a student’s

progress during a marking period. You can easily share it with parents

who have limited English proficiency themselves. By default, this report

9

prints messages in English. It will also print text in Arabic, Chinese,

Haitian Creole, Hmong, Korean, Russian, Spanish, or Vietnamese, if one

of those languages was selected for the student in the management portion

of the program. See the sample on page 17.

10

Accelerated Reader, English in aFlash, “Make Teaching Excitingand Learning Fun,” the InformationPyramid design, and RenaissanceLearning are trademarks ofRenaissance Learning, Inc. and itssubsidiaries, registered, commonlaw, or pending registration in the United States and in other countries.

© 2007 by Renaissance Learning,Inc. All rights reserved. Printed in the United States of America.Protected by US Patent Number 7,052,278

This publication is protected byU.S. and international copyrightlaws. This document may be reproduced only by staff membersin schools that have a license forEnglish in a Flash software. Formore information, contact:

Renaissance Learning, Inc.P.O. Box 8036Wisconsin Rapids, WI 54495-8036(800) 338-4204www.renlearn.com

09/08 R33729

11

Class Progress Report Printed Tuesday, September 12, 2006 5:01 PM

School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1)

1 of 1

Report OptionsReporting Parameter Group: All Demographics [Default] Group by: Class

Class: English Arts 102 Teacher: Johnson, Carol

Library: 1

WordsPhrases / Sentences

Sentences/ Dialogues

Student Chapters Complete

Avg. % Correct Pre-test

Avg. % Correct Totala

Number of My Practice

Sessions

Avg. % Correct Quiz 4b

Avg. % Correct Quiz 5b

Total Average %Correcta

Gutiérrez, Camila 9 18 92 6 81 76 85 Ho, Tai 2 89 100 1 93 95 97 Lopez, José Luis 2 10 94 - 86 83 89 Kim, Kyung Hee 9 95 98 3 89 86 93 Martinez, Andrea 6 12 88 3 83 81 85 Privic, Milan 8 15 93 4 78 80 86 Santos, Juan 8 10 72 2 68 72 71 Teijeiro, Claudia 9 83 96 5 90 85 92 Toyama, Masahiko 9 13 84 3 90 88 86 Zawicki, Danila 9 17 96 5 93 95 95 Zepeda, Diego 9 11 91 3 90 93 91 Zhang, Shuyong 9 23 90 2 93 95 92 Average 7 32 91 86 86 89

This report shows students’cumulative work and allows you to see at a glance how yourstudents are doing in relation toeach other.

12

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14

Word Grouping Report Printed Tuesday, September 12, 2006 5:01 PM

School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1) Class: English 1-A Teacher: Fox, Susan

See the Chapter Guide for a complete list of words in this Chapter.

1 of 1

Report Options Reporting Parameter Group: All Demographics [ Default] Group by: Class

Library: 1 Chapter: 1 Number of Students: 12 / 12

Words Understood by at Least Two-thirds of Students

a boy an eye yellow a dog four zero a girl green an arm a tree a bed two a hand white six an apple one a backpacka book a flower a bird jeans five a pencil a foot a sandwich head socks a nose swimming three a teacher

Words Not Understood by Two-thirds of Students

clouds a tennis racket shorts skating a truck a window animals a blanket a jacket a rabbit a baseball a finger orange a pillow a golf club a hamburger a basketball

This report shows which wordsstudent know and don’t know from one chapter. Words in each categoryare listed from most to least known bythe class. Use this report to plan

lessons and activities.

Two out of three students nowunderstand these words, so you can use this new vocabulary inclassroom activities. Students who are still learning these words may benefit from mixed-level pair and group work.

Since only one of three studentsunderstands these words, this would be a good time to use Teacher Modewith the entire class. See page 7 for other ideas on how to meet the needs

of students at different levels.

Words at the end of the lists are ones that a greaterpercentage of students in the

class do not know.

This report shows which words students know and don’t know from the chapter. Words in each categoryare listed from most to least known bythe class. Use this report to plan lessons and activities.

15

Words Correct Report for Milan Privic

Printed Tuesday, September 12, 2006 5:01 PM

School: Mill Valley School Class: English 1-A Teacher: Fox, Susan

Library: 1 Chapter: 4 Words Correct: 58

Summary: All Chapters

Chapters Completed: 3 Words Correct: 210

a ball a belt a box a broom a cake a camera a candle a clock a doll a hanger a horse a kite a letter a light bulb a mailboxa man a mirror a mop a necklace a nest

a postcard a purse a radio a rainbow a rake a ring a rocking chair a rubber band a salad a shovel a shower a skateboard a sleeping bag a stamp a stop sign a sweater a teapot a tent a vacuum cleaner a wallet

a woman an airplane camping candy checkers cheese coffee fishing food gloves money nuts paper scissors tape tea the alphabet toys

This report lists all the

words a student has

learned from a single

chapter and can be printed

once the student has

completed Quiz 3. This

report is great for use

during classroom activities

and can also be taken

home to share with parents.

16

Words to Study Report for Andrea Martinez

Printed Tuesday, September 12, 2006 5:01 PM

School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1) Class: English 1-A Teacher: Fox, Susan

Library: 1 Chapter: 1

a cat socks a baseball

a dog shoes a basketball

an egg an apple a hamburger

a book a pillow a motorcycle

a bird a rabbit

a lamp a jacket

a skirt a school bus

a chair a fire truck

a truck running

a snake a bicycle

This report is personalized for each student. It lists all the words the student does not yet know basedon their score for Quiz 3 of that chapter. Students like to cut up this report to create flash cards.

17

Parent Report for Camila Gutiérrez

Printed Tuesday, September 12, 2006 5:01 PM

School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1) Teacher: Fox, Susan

Class: English 1-A

Dear Parent or Guardian of Camila Gutiérrez:

Your child is using English in a Flash software to learn English. This chart shows how your child is doing. It shows how manywords your child understands from the program.

Estimados padres: Su hijo/a está utilizando el software English in a Flash para aprender inglés. Esta gráfica describe el progreso hecho por su hijo/a. La gráfica muestra la cantidad de palabras que su hijo/a ya entiende a travez del programa.

Library 1:

Words Correct

0

100

200

300

400

500

600

700

800

900

1 2 3 4 5 6 7 8 9

Chapters

Wo

rds

Chapters completed: 9 Words correct: 603

Teacher Signature: ______________________________________________________ Date: _______________________

Parent Signature: _______________________________________________________ Date: _______________________

Comments:

This report shows how many

words one student understands

from the program over time. Use

with students and parents to

illustrate student progress during

a marking period.

This report prints messages in

English and the student’s

native language, if available.